2
Relationship Between Depression (from heartbreak) and Reaction Time
Jenna Lantrip
October 2nd, 2022
Relationship Between Depression (from heartbreak) and Reaction Time
There are many reasons that can cause depression and a cognitive developmental delay, but this review is going to be looking at depression that comes from a relational breakup (heartbreak) and how this effects their reaction time. When an individual undergoes emotional distress that was caused by heartbreak it can lead the individual to negative effects such as, having an increased risk of physical illness and stress-related diseases (Izzati & Takwin, 2018). Young-adults, according to Erikon’s theory are going thothe developmental stage of intimacy versus isolation (Izzati & Tawkin, 2018; Erikson 1968). This emphasizes that young adults are either developing intimate relationships with other individuals or they are being isolated from society. Naturally when an individual is actively pursuing an intimate relationship with another individual and this fails, heartbreak is expected. One should never underestimate the effects that a heartbreak can cause to an individual. Heartbreak can result into emotional distress and even in grief responses (Izzati & Takwin, 2018; Kaczmarek et al., 1990 in Lepore & Greenber, 2002). There can be different levels of heartbreak, an extreme level can cause emotional distress from a heartbreak that can link a person to horrid scenes, such as psychopathology or even death (Izzati & Takwin, 2018; Field, 2011).
The aim of this study was to explore the relationship between depression from heartbreak and the effects of cognitive development, more specifically, reaction time in individuals who range from 14-24 years of age. The participants were assessed by using the Beck Depression Inventory Scale (Streiner, 2002) and The Taylor Competitive Reaction Time Test (TCRTT). Results from this study could be beneficial to mental health professionals and individuals of these ages in understanding why they have a slower or faster reaction time than others.
Background of the Study
When an individual goes through a breakup from a relationship, this can cause many different negative experiences to happen. Whenever there is an increase of stress coming from an event, there is an increased risk for developing depression (Verhallen et al., 2019). Conducting research studies on stressful and emotional upsetting events can provide for great insight as to why there are individual differences when talking about stress-related coping and the link for stress and depression. Previous research has shown that the breakup from a romantic relationship can have such a strong emotional upsetting there can be multiple symptoms that are related to sadness, grief, and depression (Verhallen et al., 2019). There can even be a result of having an increased risk of developing a depressive episode (Verhallen et al., 2019). Women have reported for a higher dis ...
5Relationship Between Depression (from heartbreak).docxstandfordabbot
5
Relationship Between Depression (from heartbreak) and Reaction Time
Jenna Lantrip
September 18th, 2022
Relationship Between Depression (from heartbreak) and Reaction Time
There are many reasons that can cause depression and a cognitive developmental delay, but this review is going to be looking at depression that comes from a relational breakup (heartbreak) and how this effects their reaction time. When an individual undergoes emotional distress that was caused by heartbreak it can lead the individual to negative effects such as, having an increased risk of physical illness and stress-related diseases (Izzati&Takwin, 2018). Young-adults, according to Erikon’s theory are going thought the developmental stage of intimacy versus isolation (Izzati&Tawkin, 2018; Erikson 1968). This proves that young adults are either developing intimate relationships with other individuals or they are being isolated from society. Naturally when an individual is actively pursuing an intimate relationship with another individual and this fails, heartbreak is expected. One should never underestimate the effects that a heartbreak can cause to an individual. Heartbreak can result into emotional distress and even in grief responses (Izzati&Takwin, 2018; Kaczmarek et al., 1990 in Lepore &Greenber, 2002). There can be different levels of heartbreak, an extreme level can cause emotional distress from a heartbreak that can lead a person to horrid scenes, such as psychopathology or even death (Izzati&Takwin, 2018; Field, 2011). Comment by user: Headings are very important. You would have started by illutrating this is an introduction of your work. Comment by user: I did not understand this point. Did you mean through or thought?
The aim of this study was to explore the relationship between depression from heartbreak and the effects of cognitive development, more specifically, reaction time in individuals who range from 14-24 years of age. In addition, the participants gender was also investigated and taken into account when examining the relationship between depression from heartbreak and reaction time. The participants were assessed by using the Beck Depression Inventory Scale (Streiner, 2002), the Everyday Cognitive Instrument (Farias et al., 2008), and a sex assigned at birth questionnaire. Results from this study could be beneficial to mental health professionals and individuals of these ages in understanding why they have a slower or faster reaction time than others.
Background of the Study
When an individual does through a relationship breakup this can cause many different negative experiences to happen. Whenever there is an increase of stress coming from an event, there is an increased risk for developing depression (Verhallen et al., 2019). Conducting research studies on stressful and emotional upsetting events can provide for great insight asa to why there are individual differences when talking about stress-related coping and the .
DiscussionThe contribution of friends and family in mental healtDustiBuckner14
Discussion
The contribution of friends and family in mental health is crucial. From the results, the researches show the importance of family and friends in enhancing the recovery of people living with mental challenges. How fast or slowly people recover from mental health issues is dependent majorly on the social support they get from friends and family. These are the closest people that the patient has with them. The findings from the five studies brought out a great insight into the role played by family and friends in helping people with different mental disorders like depression.
The results supported the primary hypothesis that family and friends have been the most important components in supporting the people suffering from mental health problems. From the sampled research articles, social support for those with mental disorders is majorly provided by family and friends. People who have mental issues and lack social support take long to recover even when therapies are being undertaken. They also find it hard to associate with other people. By looking at the university students presented by Alsubaie et al (2020), family and friends support can evade people from mental health challenges. From the sample, the university students who have mental health issues lack social support from their families and friends. These students end up in depression and stress which becomes a major setback to their mental health. Additionally, those who have mental health issues take long time to recover when they lack social support.
Lack of social support is majorly quantified as stigmatization. People with mental health problems feel stigmatized and left out of families and friends groups if these people are not close to them. These people may sometimes feel like they are not accepted. The feeling of being segregated makes them think more of their mental conditions resulting into more instances of depression. The preference for mental health issues among those who receive social support from their families and friends is very low. This shows that the families and friends have a great role to play in mental health of those either with mental disorders or those at risk of getting these diseases. This help should be rendered at all times to increase the rate of recovery for those already affected. One of the best ways of reducing the instances of new mental health issues in the community is by offering social support to those already suffering from these disorders in order to recover faster. Additionally, when those in the verge of getting these disorders, especially the adolescents and the young adults are given this support, their chances of getting the disorders will be low and in that case, the community will be safe from mental disorders. The results thus support the hypothesis that of the research that family and friends support is important for mental health.
References
Alsubaie, M. M., Stain, H. J., Webster, L. A., & Wadman, R. (2019). The role of so ...
Running Head COGNITION FINAL10Please note that your paper.docxsusanschei
Running Head: COGNITION FINAL 10
Please note that your paper should have a running head and page numbers.
Title: Cognition Final Comment by Wendy Nickerson: What is the actual title/topic of your paper?
Laura Utgard
Cal Southern University
May. 2018
Laura, please see my comments on your paper below. I will need you to revise and resubmit your paper as it is presently not written and organized up to graduate level writing. Many sentences are not complete and do not flow or have significant meaning. In addition, there are numerous errors in spelling/spacing/grammar. Please check with your APA manual to see how to properly set up your title page, abstract page and reference page. Please let me know if you have any questions. I am here to help you.
P.S. I have highlighted in yellow some of your key points.
Dr. Nickerson
Cognitive, Emotional and Motivatioinal Dysfunctions in Mental Illness? Cognition Final
Abstract?Summary
The following paper outlines a research dialogue which emphasizes the present state of the understanding we have regarding the cognitive, emotional as well as motivational dysfunctions in relation to mental illness. The research is going to focus on the influences, relations to, and even the impact the mental illness has on motivational, emotional as well as stress. The major focus in the research discussion will be the critical essentialness of the motivational process as well as the possible influence it may have on the cognitive function as well as learning in mental illness. The members of my research group provided several questions which would assist us in conducting a deep research about the motivation process. The questions included; the measurements as well as the definition of the diverse motivation components. The second question will focus on the connection between incentive drive, intrinsic motivation as well as the hedonic processing. The third question will focus on the integrity of the motivational process, the hedonic process as well as the incentive drive in mental illness. The fourth questions will focus on the influence that the cognitive shortfalls have on the motivational disorder in mental illness. The fifth question will focus on the control of the antipsychotic treatment on the incentive drive as well as the hedonic processing of the mental illness. Lastly, the sixth question which was raised would focus on the relationship between the cognitive function, the aversive stimuli process as well as stress. This is a robust number of questions to answer in a paper this length. It may have been better and easier on you to stick to one or two questions and answer each in more detail. Just a thought.
Introduction
Following the new processes which have been based on the having an adequate understanding of the breadth as well as the nature of the cognitive dysfunction in mental illness to be able to aid the establishment of medication which will surely become better in disablin ...
Educational & Child Psychology; Vol. 36 No. 3 33
Evaluating the impact of an autogenic
training relaxation intervention on levels
of anxiety amongst adolescents in school
Tracey Atkins & Ben Hayes
Aim: This study aimed to investigate the impact of a group-based autogenic training (AT) relaxation
intervention on levels of anxiety in adolescents in mainstream school settings.
Method: A mixed-methods design was used to measure differences in levels of anxiety and explore a range
of perceived changes between groups over time. Sixty-six young people aged between 14 and 15 years old
from four mainstream schools in the UK were randomly assigned within each school to an intervention
or wait-list control group. Quantitative data were analysed using a mixed between-within subjects ANOVA.
Qualitative information from 12 volunteer participants was analysed using thematic analysis.
Findings: Results showed a main effect of time for both the intervention group and the wait-list group
however, no significant main interaction was found. Qualitative results showed perceived improvements
in social relationships and connectivity; reflectiveness; self-awareness; physiological symptoms; and a sense
of control.
Limitations: Measures were reliant on self-reported data. Schools were recruited through self-referral and
expression of interest, excluding participants who may not have the opportunity to take part. There were
no opportunities to collect follow-up data.
Conclusions: Results suggest that a structured AT relaxation intervention delivered in a familiar
school environment may significantly reduce levels of anxiety amongst adolescents. However, significant
improvements for the wait-list group also raises questions around the potential of other supportive
variables, such as acknowledgement and validation of feelings, the promise and availability of
forthcoming support and the potential impact of raised awareness and interest in pupil wellbeing
amongst school staff.
Keywords: autogenic training; relaxation; adolescence; mind-body interventions; anxiety.
M
ENTAL HEALTH difficulties in
young people are a serious cause for
concern across the world. The World
Health Organization (WHO) reports that in
half of all cases of mental health conditions,
onset has occurred by the age of 14 years
old; suicide is the third leading cause of
death in 15–19 year olds; and the second
leading cause of death in girls (WHO, 2018).
It is estimated that one in ten children and
young people aged 5–16 years old have
a diagnosable mental health disorder in the
UK alone; and at least one in 12 children
and young people deliberately self-harm
(Young Minds, 2018).
In 2009, the UK government identi-
fied mental health as everyone’s business
(Department of Health; DoH, 2009) and
was specific about prevention and the tran-
sition time between adolescence and early
adulthood. Suggestions for schools include
promoting students’ mental health as part
of ...
Hadi Alnasir
Research Proposal
Independent variable 1: Sex
Independent variable 2: anxiety
Dependent variable: Stress
Question #1
My first independent variable (sex) and my dependent variable (stress) are related. Men and
women tend to experience stress differently. Similarly, men and women react differently to
stress.
I expect women to score higher than men on the dependent variable. Women suffer more stress
compared to men. A 2010 study discovered that women are more likely to experience an
increase in stress levels as compared to men. Women are also more likely to report emotional
and physical symptoms of stress compared to men (APA, 2012). The stress gap between men
and women is because their stress response is different. Women have a different hormonal
system that usually causes them to react more emotionally and become more fatigued.
Similarly, women are exposed to more stress-related factors since they assume several roles in
their daily life.
Question #2
My second independent variable (anxiety) is related to my dependent variable (stress). Anxiety
and stress can both cause severe physical and mental health issues, such as depression, muscle
tension, substance abuse, personality disorders, and insomia (Powell & Enright, 2015). Both are
emotions and normal responses that can become disruptive and overwhelming to day-to-day
life. They can interfere with important aspects of life, such as work, relationships,
responsibilities, and school.
An increase in anxiety can increase stress levels. Research indicates that excessive anxiety can
lead to stress-related symptoms such as difficulty concentrating, insomnia, irritability, muscle
tension, and fatigue. Individuals can manage their anxiety and stress with relaxation techniques.
This includes breathing exercises, yoga, physical activity, art therapy, meditation, and massage.
References
APA. (2012). 2010 Stress in America: Gender and Stress. Retrieved from:
https://www.apa.org/news/press/releases/stress/2010/gender-stress
Powell, T., & Enright, S. (2015). Anxiety and stress management. Routledge.
Running Head: GENDER AND STRESS AS PREDICTORS OF DEPRESSION
Gender and Stress as Predictors of Depression
Zae’Cari Nelson
California Baptist University
Gender and Stress as Predictors of Depression 1
Gender and Stress as Predictors of Depression
More than 17 million adults in the United States experience the ill effects of depression,
making it perhaps the most well-known mental illness in the U.S.A. Depression influences an
expected one out of 15 adults. What's more, one out of six individuals will encounter depression
in their life (What is Depression?). There are a mind-boggling number of elements that can
prompt depressive symptoms in male and female individuals, one of which is held to be a rise in
stress hormone disturban ...
Depression among College and University Students of India and Lesotho.pdfAbraham Mutluri
This study was conducted in two countries i.e. India and Lesotho to understand the depression levels among the colleges’
students. As we know depression as a common and serious medical illness that negatively affects the feelings,
thinking and actions of humans. Depression is affecting many students at colleges and universities. It is observed in
the review of literature 30 per cent of the students are experienced depression during their education. The aim of the
present study is to know about the prevalence, major reasons, and major characteristics of depression among student
youth. It is a quantitative study adopted convenience sampling method and collected the data from 220 students. This
study adopted the Beck’s Depression Inventory scale to understand the depression among young students. This
study found that out of 220 students, 42.7% is normal while the remaining 57.3 % is having the other levels of
depression (Mild mood disturbance (16.2%), Borderline clinical depression (8.2%), Moderate depression (23.6%),
severe depression (6.4%) and Extreme depression (2.3%).) The study observed that the coping strength is getting from
religious activities (42.7%), positive re framing (21.4%), support from peers (20.0%). Others like humor (13.6%),
participating in sports (12.7%), and seeking emotional help are also helping the individuals to come out from their
depression and do their regular social functioning. The study suggested that the students should ventilate their
thoughts, fears with trusted people like family members, friends and teachers. The universities and the colleges should
conduct the yoga and meditation camps occasionally which provide the healthy and happy life.
5Relationship Between Depression (from heartbreak).docxstandfordabbot
5
Relationship Between Depression (from heartbreak) and Reaction Time
Jenna Lantrip
September 18th, 2022
Relationship Between Depression (from heartbreak) and Reaction Time
There are many reasons that can cause depression and a cognitive developmental delay, but this review is going to be looking at depression that comes from a relational breakup (heartbreak) and how this effects their reaction time. When an individual undergoes emotional distress that was caused by heartbreak it can lead the individual to negative effects such as, having an increased risk of physical illness and stress-related diseases (Izzati&Takwin, 2018). Young-adults, according to Erikon’s theory are going thought the developmental stage of intimacy versus isolation (Izzati&Tawkin, 2018; Erikson 1968). This proves that young adults are either developing intimate relationships with other individuals or they are being isolated from society. Naturally when an individual is actively pursuing an intimate relationship with another individual and this fails, heartbreak is expected. One should never underestimate the effects that a heartbreak can cause to an individual. Heartbreak can result into emotional distress and even in grief responses (Izzati&Takwin, 2018; Kaczmarek et al., 1990 in Lepore &Greenber, 2002). There can be different levels of heartbreak, an extreme level can cause emotional distress from a heartbreak that can lead a person to horrid scenes, such as psychopathology or even death (Izzati&Takwin, 2018; Field, 2011). Comment by user: Headings are very important. You would have started by illutrating this is an introduction of your work. Comment by user: I did not understand this point. Did you mean through or thought?
The aim of this study was to explore the relationship between depression from heartbreak and the effects of cognitive development, more specifically, reaction time in individuals who range from 14-24 years of age. In addition, the participants gender was also investigated and taken into account when examining the relationship between depression from heartbreak and reaction time. The participants were assessed by using the Beck Depression Inventory Scale (Streiner, 2002), the Everyday Cognitive Instrument (Farias et al., 2008), and a sex assigned at birth questionnaire. Results from this study could be beneficial to mental health professionals and individuals of these ages in understanding why they have a slower or faster reaction time than others.
Background of the Study
When an individual does through a relationship breakup this can cause many different negative experiences to happen. Whenever there is an increase of stress coming from an event, there is an increased risk for developing depression (Verhallen et al., 2019). Conducting research studies on stressful and emotional upsetting events can provide for great insight asa to why there are individual differences when talking about stress-related coping and the .
DiscussionThe contribution of friends and family in mental healtDustiBuckner14
Discussion
The contribution of friends and family in mental health is crucial. From the results, the researches show the importance of family and friends in enhancing the recovery of people living with mental challenges. How fast or slowly people recover from mental health issues is dependent majorly on the social support they get from friends and family. These are the closest people that the patient has with them. The findings from the five studies brought out a great insight into the role played by family and friends in helping people with different mental disorders like depression.
The results supported the primary hypothesis that family and friends have been the most important components in supporting the people suffering from mental health problems. From the sampled research articles, social support for those with mental disorders is majorly provided by family and friends. People who have mental issues and lack social support take long to recover even when therapies are being undertaken. They also find it hard to associate with other people. By looking at the university students presented by Alsubaie et al (2020), family and friends support can evade people from mental health challenges. From the sample, the university students who have mental health issues lack social support from their families and friends. These students end up in depression and stress which becomes a major setback to their mental health. Additionally, those who have mental health issues take long time to recover when they lack social support.
Lack of social support is majorly quantified as stigmatization. People with mental health problems feel stigmatized and left out of families and friends groups if these people are not close to them. These people may sometimes feel like they are not accepted. The feeling of being segregated makes them think more of their mental conditions resulting into more instances of depression. The preference for mental health issues among those who receive social support from their families and friends is very low. This shows that the families and friends have a great role to play in mental health of those either with mental disorders or those at risk of getting these diseases. This help should be rendered at all times to increase the rate of recovery for those already affected. One of the best ways of reducing the instances of new mental health issues in the community is by offering social support to those already suffering from these disorders in order to recover faster. Additionally, when those in the verge of getting these disorders, especially the adolescents and the young adults are given this support, their chances of getting the disorders will be low and in that case, the community will be safe from mental disorders. The results thus support the hypothesis that of the research that family and friends support is important for mental health.
References
Alsubaie, M. M., Stain, H. J., Webster, L. A., & Wadman, R. (2019). The role of so ...
Running Head COGNITION FINAL10Please note that your paper.docxsusanschei
Running Head: COGNITION FINAL 10
Please note that your paper should have a running head and page numbers.
Title: Cognition Final Comment by Wendy Nickerson: What is the actual title/topic of your paper?
Laura Utgard
Cal Southern University
May. 2018
Laura, please see my comments on your paper below. I will need you to revise and resubmit your paper as it is presently not written and organized up to graduate level writing. Many sentences are not complete and do not flow or have significant meaning. In addition, there are numerous errors in spelling/spacing/grammar. Please check with your APA manual to see how to properly set up your title page, abstract page and reference page. Please let me know if you have any questions. I am here to help you.
P.S. I have highlighted in yellow some of your key points.
Dr. Nickerson
Cognitive, Emotional and Motivatioinal Dysfunctions in Mental Illness? Cognition Final
Abstract?Summary
The following paper outlines a research dialogue which emphasizes the present state of the understanding we have regarding the cognitive, emotional as well as motivational dysfunctions in relation to mental illness. The research is going to focus on the influences, relations to, and even the impact the mental illness has on motivational, emotional as well as stress. The major focus in the research discussion will be the critical essentialness of the motivational process as well as the possible influence it may have on the cognitive function as well as learning in mental illness. The members of my research group provided several questions which would assist us in conducting a deep research about the motivation process. The questions included; the measurements as well as the definition of the diverse motivation components. The second question will focus on the connection between incentive drive, intrinsic motivation as well as the hedonic processing. The third question will focus on the integrity of the motivational process, the hedonic process as well as the incentive drive in mental illness. The fourth questions will focus on the influence that the cognitive shortfalls have on the motivational disorder in mental illness. The fifth question will focus on the control of the antipsychotic treatment on the incentive drive as well as the hedonic processing of the mental illness. Lastly, the sixth question which was raised would focus on the relationship between the cognitive function, the aversive stimuli process as well as stress. This is a robust number of questions to answer in a paper this length. It may have been better and easier on you to stick to one or two questions and answer each in more detail. Just a thought.
Introduction
Following the new processes which have been based on the having an adequate understanding of the breadth as well as the nature of the cognitive dysfunction in mental illness to be able to aid the establishment of medication which will surely become better in disablin ...
Educational & Child Psychology; Vol. 36 No. 3 33
Evaluating the impact of an autogenic
training relaxation intervention on levels
of anxiety amongst adolescents in school
Tracey Atkins & Ben Hayes
Aim: This study aimed to investigate the impact of a group-based autogenic training (AT) relaxation
intervention on levels of anxiety in adolescents in mainstream school settings.
Method: A mixed-methods design was used to measure differences in levels of anxiety and explore a range
of perceived changes between groups over time. Sixty-six young people aged between 14 and 15 years old
from four mainstream schools in the UK were randomly assigned within each school to an intervention
or wait-list control group. Quantitative data were analysed using a mixed between-within subjects ANOVA.
Qualitative information from 12 volunteer participants was analysed using thematic analysis.
Findings: Results showed a main effect of time for both the intervention group and the wait-list group
however, no significant main interaction was found. Qualitative results showed perceived improvements
in social relationships and connectivity; reflectiveness; self-awareness; physiological symptoms; and a sense
of control.
Limitations: Measures were reliant on self-reported data. Schools were recruited through self-referral and
expression of interest, excluding participants who may not have the opportunity to take part. There were
no opportunities to collect follow-up data.
Conclusions: Results suggest that a structured AT relaxation intervention delivered in a familiar
school environment may significantly reduce levels of anxiety amongst adolescents. However, significant
improvements for the wait-list group also raises questions around the potential of other supportive
variables, such as acknowledgement and validation of feelings, the promise and availability of
forthcoming support and the potential impact of raised awareness and interest in pupil wellbeing
amongst school staff.
Keywords: autogenic training; relaxation; adolescence; mind-body interventions; anxiety.
M
ENTAL HEALTH difficulties in
young people are a serious cause for
concern across the world. The World
Health Organization (WHO) reports that in
half of all cases of mental health conditions,
onset has occurred by the age of 14 years
old; suicide is the third leading cause of
death in 15–19 year olds; and the second
leading cause of death in girls (WHO, 2018).
It is estimated that one in ten children and
young people aged 5–16 years old have
a diagnosable mental health disorder in the
UK alone; and at least one in 12 children
and young people deliberately self-harm
(Young Minds, 2018).
In 2009, the UK government identi-
fied mental health as everyone’s business
(Department of Health; DoH, 2009) and
was specific about prevention and the tran-
sition time between adolescence and early
adulthood. Suggestions for schools include
promoting students’ mental health as part
of ...
Hadi Alnasir
Research Proposal
Independent variable 1: Sex
Independent variable 2: anxiety
Dependent variable: Stress
Question #1
My first independent variable (sex) and my dependent variable (stress) are related. Men and
women tend to experience stress differently. Similarly, men and women react differently to
stress.
I expect women to score higher than men on the dependent variable. Women suffer more stress
compared to men. A 2010 study discovered that women are more likely to experience an
increase in stress levels as compared to men. Women are also more likely to report emotional
and physical symptoms of stress compared to men (APA, 2012). The stress gap between men
and women is because their stress response is different. Women have a different hormonal
system that usually causes them to react more emotionally and become more fatigued.
Similarly, women are exposed to more stress-related factors since they assume several roles in
their daily life.
Question #2
My second independent variable (anxiety) is related to my dependent variable (stress). Anxiety
and stress can both cause severe physical and mental health issues, such as depression, muscle
tension, substance abuse, personality disorders, and insomia (Powell & Enright, 2015). Both are
emotions and normal responses that can become disruptive and overwhelming to day-to-day
life. They can interfere with important aspects of life, such as work, relationships,
responsibilities, and school.
An increase in anxiety can increase stress levels. Research indicates that excessive anxiety can
lead to stress-related symptoms such as difficulty concentrating, insomnia, irritability, muscle
tension, and fatigue. Individuals can manage their anxiety and stress with relaxation techniques.
This includes breathing exercises, yoga, physical activity, art therapy, meditation, and massage.
References
APA. (2012). 2010 Stress in America: Gender and Stress. Retrieved from:
https://www.apa.org/news/press/releases/stress/2010/gender-stress
Powell, T., & Enright, S. (2015). Anxiety and stress management. Routledge.
Running Head: GENDER AND STRESS AS PREDICTORS OF DEPRESSION
Gender and Stress as Predictors of Depression
Zae’Cari Nelson
California Baptist University
Gender and Stress as Predictors of Depression 1
Gender and Stress as Predictors of Depression
More than 17 million adults in the United States experience the ill effects of depression,
making it perhaps the most well-known mental illness in the U.S.A. Depression influences an
expected one out of 15 adults. What's more, one out of six individuals will encounter depression
in their life (What is Depression?). There are a mind-boggling number of elements that can
prompt depressive symptoms in male and female individuals, one of which is held to be a rise in
stress hormone disturban ...
Depression among College and University Students of India and Lesotho.pdfAbraham Mutluri
This study was conducted in two countries i.e. India and Lesotho to understand the depression levels among the colleges’
students. As we know depression as a common and serious medical illness that negatively affects the feelings,
thinking and actions of humans. Depression is affecting many students at colleges and universities. It is observed in
the review of literature 30 per cent of the students are experienced depression during their education. The aim of the
present study is to know about the prevalence, major reasons, and major characteristics of depression among student
youth. It is a quantitative study adopted convenience sampling method and collected the data from 220 students. This
study adopted the Beck’s Depression Inventory scale to understand the depression among young students. This
study found that out of 220 students, 42.7% is normal while the remaining 57.3 % is having the other levels of
depression (Mild mood disturbance (16.2%), Borderline clinical depression (8.2%), Moderate depression (23.6%),
severe depression (6.4%) and Extreme depression (2.3%).) The study observed that the coping strength is getting from
religious activities (42.7%), positive re framing (21.4%), support from peers (20.0%). Others like humor (13.6%),
participating in sports (12.7%), and seeking emotional help are also helping the individuals to come out from their
depression and do their regular social functioning. The study suggested that the students should ventilate their
thoughts, fears with trusted people like family members, friends and teachers. The universities and the colleges should
conduct the yoga and meditation camps occasionally which provide the healthy and happy life.
A case for positive psychology in pre service teacher educationBrian Devitt
Recent research in the area of positive psychology underlines the interconnected and highly correlated links between a positive emotional style and an individual’s psychological well-being. Cross sectional studies have shown that “happy” people tend to be more socially engaged and function better in their lives (Huppert, 2009). A meta-analysis of longitudinal studies has shown that happiness engenders the behaviours and beliefs that precede success in work and life (Lyubomirsky et al., 2005). Experimental studies using mood induction techniques have found that positive emotion significantly broadens attention (Rowe et al., 2007), enhances cognitive processing capabilities resulting in more creative and flexible problem solving (Isan & Daubman, 1984, Isan et al., 1987), increases taught action repertoires (Fredrickson & Branigan, 2005), improves learning (Bryan et al., 1996), boosts task performance and self-efficacy (Bryan & Bryan, 1991)
The principles and exercises of positive psychology have been taught to teachers in the Geelong Grammar school and to drill Sergeants in the US army resulting in positive outcomes to the well-being of both organisations (Seligman, 2012). Barsade (2002) would suggest this is aided by emotional contagion, the transfer of moods between groups through a process known as the ripple effect. Drawing on these research findings the study outlined here aims to examine the potential benefits of promoting the principles of positive psychology with pre-service secondary school teachers in Ireland.
Previous research suggests that training teachers to teach positive psychology techniques to students significantly reduces and even prevents symptoms of depression, hopelessness and anxiety while increasing optimism, engagement in learning, academic achievement and social skills (Brunwasser et al., 2009, Seligman et al., 2009). Teaching undergraduate pre-service teachers positive psychology may develop their openness to change as research suggests that positive psychological constructs such as optimism, hope, efficacy and resilience are malleable and open to positive change.
Due Facilitating group to post by Day 1; all other students post AlyciaGold776
Due: Facilitating group to post by Day 1; all other students post to discussion prompt by Day 4 and one other peer initial discussion prompt post by Day 7
Initial Post: Created by Facilitating Group ( I am not in the facilitating group)
This is a student-led discussion.
· The facilitating group should choose one member from their group who will be responsible for the initial post.
· On Day 1 of this week, the chosen group member will create an initial post that is to include the group's discussion prompts, resources, and the instructions for what your classmates are to do with the resources.
· During this week, each member of your group is to participate in the facilitation of the discussion. This means making certain that everyone is engaged, questions from students are being answered, and the discussion is expanding.
· It is the expectation that the facilitating group will address all initial peer response posts by Day 7.
Reply Posts: Non-Facilitating Students
· If you are not a member of the facilitating group, you are to post a discussion prompt response according to the facilitating group's instructions by Day 4. Your reply posts should include substantive reflection directed to the presenters.
· You are also expected to respond to at least two other peer's initial discussion prompt posts.
Facilitating Group’s Post (to be replied)
Depression and Somatization Disorders
Barry Lynne, Brittany Stoken, and Jessica Murphy
NU664C: Psychiatric Mental Health Care of the Family I
November 1, 2021
Depression and Somatization Disorders
Hello Class,
Group 1 is assigned Depression and Somatization Disorders to further discuss. Failure to adjust and modify emotions cognitively while experiencing stress can ultimately present an outcome of exaggerated physiological and behavioral responses and amplify susceptibility to somatic disorders, such as somatization (Davoodi, et al., 2019). Somatization Disorder is the presentation of recurrent and multiple somatic complaints of several years duration for which medical attention has been sought but which do not derive from a specific physical disorder (Swartz, Blazer, & George, 2012).
Please respond to the following questions:
1. When caring for a patient with somatization disorder, what therapeutic interventions would you formulate (Allen, Woolfolk, Escobar, Gara, and Hamer, 2006)?
2. How would you evaluate the success of your interventions for a patient living with somatization?
Depression is an extremely serious mood disorder that effects how you think, feel, and act. Symptoms range from mild to severe including, feeling sad, loss of interest or pleasure, change in appetite, trouble sleeping or getting too much sleep, feeling worthless, difficulty concentrating, and thoughts of death or suicide (American Psychiatric Association, 2021). To be diagnosed with depression, symptoms must last at least two weeks and present a change in level of functioning (National Institute of Men ...
Due Monday August 22, 2016 8am $40.00 please be 100 original OP.docxhasselldelisa
Due Monday August 22, 2016 8am
$40.00 please be 100% original
OPPOSITIONAL DISORDER DISEASE
The research paper will be any disease or condition of the body. The paper must include a thorough description of the disease/condition; current statistics of those affected - epidemiology; financial costs both terms of treatment and loss of productivity; explanations on how the various body systems (anatomically and/or physiologically) are affected; etiology; medications/treatments that are available; prognosis of those affected, and future outlook in general.
Research paper must have 1200 words no more then 1500 not to include abstract,cover paper,annotate.
* cover/title page (page 1)
* corrected abstract (page 2) ( abstract paper turn in I am missing a lot of work )
Must be in the abstract
Statistic/ Epidemiology
Financial cost
Anatomy & Physiology
Etiology (cause)
Diagnosis/ treatment/ prognosis
Abstract
In recent a post, oppositional disorder diseases has been on the rise, raising questions about the manner in which diseases is spreading especially among children. The high prevalence levels of the oppositional disorder have raised more concerns especially form the health, sectors thus developing the need to understand the disorder better. This research paper will, therefore, encompass a broad perspective of oppositional disorder disease to effectively understand how it is manifested, various ways in which it manifests itself to develop preventive strategy much earlier before the situation reaches full-blown.
Unlike the common conduct disorder where the patient is more aggressive towards people and animals, the oppositional disorder is more silent, and it takes time for it to be detected. The lifetime prevalence of the disease is estimated to be 10.2%. The disease is mostly observed in children and adolescents across the globe.
Some of the common symptoms of the disease involve a certain behavior where children’s behavior is much different compared to their peers. A patient suffering from oppositional disorder tends to have a turn in their behavior including regular loose of temper, being angry and resentful, argues with authorities without any significant reason. It is importance to note that the persistence and frequency of these behaviors should be used to differentiate between normal behavior and symptoms of the oppositional disorder. The disease causes a massive effect on patient’s mental and physical wellbeing.
The most common cause of the oppositional disorder is the genetic influence. Research has shown that parents tend to pass on expressing disorder to their children, and it may be displayed in multiple ways. The disease can be easily diagnosed basing on the extent at which the change of behavior causes distress to the family members or drastic changes in academic and social functioning. These behaviors must persist.
Research Paper – Final Submission InstructionsThe Research P.docxpearlenehodge
Research Paper – Final Submission Instructions
The Research Paper is an assignment requiring the submission of 2 distinct works: 1) a previously submitted research development proposal (a 1- or 2-page document outlining what you hope to research and how you intend to do it); and 2) the Research Paper (the actual 7–10-page work detailing the your research).
Components of the Research Paper:
The rationale: why the research is needed and what the general area of current concern is.
Existing research: what is already known about the general area of the proposed research.
The research Development Proposal.
A discussion of information needed for the Development Proposal.
Guidelines:
Current APA formatting (12 point Times New Roman font, 1-inch margins, double-spaced).
Length of 7–10 pages.
Page numbers according to current APA guidelines.
Third person voice.
Must include:
Cover page with the proposal title, student name, course name, and instructor name.
References/Bibliography Page.
These are NOT to be counted in the total number of pages. You must use a minimum of
3 citations from peer-reviewed journals.
The electronic file you submit must be named in the following manner: lastname first initial_submission type (i.e. rp1 for research paper). For example:
smithj_rp.doc (this would be J. Smith's Research Paper).
If you need assistance with writing or current APA formatting, use
Liberty University’s Online Writing Center
.
Non-required elements:
The methods appropriate to collecting the required information.
The sources of information (size and type of sample, etc.).
The timescale and sequence of various parts of the research.
A statement of what you intend the outcomes to be (reports, discussion papers, contributions to theory, materials, etc.).
Description of who will do what and at what cost (if funding is being sought).
Submit your Research Paper – Final Submission by 11:59 p.m. (ET) on Monday on Module/Week 7.
sample paper for
.
Research PaperUtilizing the unit lessons, textbook, and other outs.docxpearlenehodge
Research Paper
Utilizing the unit lessons, textbook, and other outside sources
, write a three page (not including title and reference pages) Research Paper identifying the key components of information systems management discussed
throughout this course.
Provide a description of an organization you are familiar with (possibly a company you have worked for in the past or are currently working for) and describe briefly what services they contribute. Then, select three out of the six questions below, and provide detailed answers, supporting those answers by referencing any sources used.
Be sure to use examples from your research to strengthen your argument as needed.
What personal knowledge management tools does this organization utilize?
What steps has this organization taken in securing their information and knowledge?
What has this organization done to gain and sustain an
advantage over their competitors?
Describe in detail how this organization manages the components of its IT infrastructure
.
In what ways does the organization demonstrate successful collaboration?
Identify at least two types of hardware and two types of software used by this organization. APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed
.
More Related Content
Similar to 2Relationship Between Depression (from heartbreak)
A case for positive psychology in pre service teacher educationBrian Devitt
Recent research in the area of positive psychology underlines the interconnected and highly correlated links between a positive emotional style and an individual’s psychological well-being. Cross sectional studies have shown that “happy” people tend to be more socially engaged and function better in their lives (Huppert, 2009). A meta-analysis of longitudinal studies has shown that happiness engenders the behaviours and beliefs that precede success in work and life (Lyubomirsky et al., 2005). Experimental studies using mood induction techniques have found that positive emotion significantly broadens attention (Rowe et al., 2007), enhances cognitive processing capabilities resulting in more creative and flexible problem solving (Isan & Daubman, 1984, Isan et al., 1987), increases taught action repertoires (Fredrickson & Branigan, 2005), improves learning (Bryan et al., 1996), boosts task performance and self-efficacy (Bryan & Bryan, 1991)
The principles and exercises of positive psychology have been taught to teachers in the Geelong Grammar school and to drill Sergeants in the US army resulting in positive outcomes to the well-being of both organisations (Seligman, 2012). Barsade (2002) would suggest this is aided by emotional contagion, the transfer of moods between groups through a process known as the ripple effect. Drawing on these research findings the study outlined here aims to examine the potential benefits of promoting the principles of positive psychology with pre-service secondary school teachers in Ireland.
Previous research suggests that training teachers to teach positive psychology techniques to students significantly reduces and even prevents symptoms of depression, hopelessness and anxiety while increasing optimism, engagement in learning, academic achievement and social skills (Brunwasser et al., 2009, Seligman et al., 2009). Teaching undergraduate pre-service teachers positive psychology may develop their openness to change as research suggests that positive psychological constructs such as optimism, hope, efficacy and resilience are malleable and open to positive change.
Due Facilitating group to post by Day 1; all other students post AlyciaGold776
Due: Facilitating group to post by Day 1; all other students post to discussion prompt by Day 4 and one other peer initial discussion prompt post by Day 7
Initial Post: Created by Facilitating Group ( I am not in the facilitating group)
This is a student-led discussion.
· The facilitating group should choose one member from their group who will be responsible for the initial post.
· On Day 1 of this week, the chosen group member will create an initial post that is to include the group's discussion prompts, resources, and the instructions for what your classmates are to do with the resources.
· During this week, each member of your group is to participate in the facilitation of the discussion. This means making certain that everyone is engaged, questions from students are being answered, and the discussion is expanding.
· It is the expectation that the facilitating group will address all initial peer response posts by Day 7.
Reply Posts: Non-Facilitating Students
· If you are not a member of the facilitating group, you are to post a discussion prompt response according to the facilitating group's instructions by Day 4. Your reply posts should include substantive reflection directed to the presenters.
· You are also expected to respond to at least two other peer's initial discussion prompt posts.
Facilitating Group’s Post (to be replied)
Depression and Somatization Disorders
Barry Lynne, Brittany Stoken, and Jessica Murphy
NU664C: Psychiatric Mental Health Care of the Family I
November 1, 2021
Depression and Somatization Disorders
Hello Class,
Group 1 is assigned Depression and Somatization Disorders to further discuss. Failure to adjust and modify emotions cognitively while experiencing stress can ultimately present an outcome of exaggerated physiological and behavioral responses and amplify susceptibility to somatic disorders, such as somatization (Davoodi, et al., 2019). Somatization Disorder is the presentation of recurrent and multiple somatic complaints of several years duration for which medical attention has been sought but which do not derive from a specific physical disorder (Swartz, Blazer, & George, 2012).
Please respond to the following questions:
1. When caring for a patient with somatization disorder, what therapeutic interventions would you formulate (Allen, Woolfolk, Escobar, Gara, and Hamer, 2006)?
2. How would you evaluate the success of your interventions for a patient living with somatization?
Depression is an extremely serious mood disorder that effects how you think, feel, and act. Symptoms range from mild to severe including, feeling sad, loss of interest or pleasure, change in appetite, trouble sleeping or getting too much sleep, feeling worthless, difficulty concentrating, and thoughts of death or suicide (American Psychiatric Association, 2021). To be diagnosed with depression, symptoms must last at least two weeks and present a change in level of functioning (National Institute of Men ...
Due Monday August 22, 2016 8am $40.00 please be 100 original OP.docxhasselldelisa
Due Monday August 22, 2016 8am
$40.00 please be 100% original
OPPOSITIONAL DISORDER DISEASE
The research paper will be any disease or condition of the body. The paper must include a thorough description of the disease/condition; current statistics of those affected - epidemiology; financial costs both terms of treatment and loss of productivity; explanations on how the various body systems (anatomically and/or physiologically) are affected; etiology; medications/treatments that are available; prognosis of those affected, and future outlook in general.
Research paper must have 1200 words no more then 1500 not to include abstract,cover paper,annotate.
* cover/title page (page 1)
* corrected abstract (page 2) ( abstract paper turn in I am missing a lot of work )
Must be in the abstract
Statistic/ Epidemiology
Financial cost
Anatomy & Physiology
Etiology (cause)
Diagnosis/ treatment/ prognosis
Abstract
In recent a post, oppositional disorder diseases has been on the rise, raising questions about the manner in which diseases is spreading especially among children. The high prevalence levels of the oppositional disorder have raised more concerns especially form the health, sectors thus developing the need to understand the disorder better. This research paper will, therefore, encompass a broad perspective of oppositional disorder disease to effectively understand how it is manifested, various ways in which it manifests itself to develop preventive strategy much earlier before the situation reaches full-blown.
Unlike the common conduct disorder where the patient is more aggressive towards people and animals, the oppositional disorder is more silent, and it takes time for it to be detected. The lifetime prevalence of the disease is estimated to be 10.2%. The disease is mostly observed in children and adolescents across the globe.
Some of the common symptoms of the disease involve a certain behavior where children’s behavior is much different compared to their peers. A patient suffering from oppositional disorder tends to have a turn in their behavior including regular loose of temper, being angry and resentful, argues with authorities without any significant reason. It is importance to note that the persistence and frequency of these behaviors should be used to differentiate between normal behavior and symptoms of the oppositional disorder. The disease causes a massive effect on patient’s mental and physical wellbeing.
The most common cause of the oppositional disorder is the genetic influence. Research has shown that parents tend to pass on expressing disorder to their children, and it may be displayed in multiple ways. The disease can be easily diagnosed basing on the extent at which the change of behavior causes distress to the family members or drastic changes in academic and social functioning. These behaviors must persist.
Research Paper – Final Submission InstructionsThe Research P.docxpearlenehodge
Research Paper – Final Submission Instructions
The Research Paper is an assignment requiring the submission of 2 distinct works: 1) a previously submitted research development proposal (a 1- or 2-page document outlining what you hope to research and how you intend to do it); and 2) the Research Paper (the actual 7–10-page work detailing the your research).
Components of the Research Paper:
The rationale: why the research is needed and what the general area of current concern is.
Existing research: what is already known about the general area of the proposed research.
The research Development Proposal.
A discussion of information needed for the Development Proposal.
Guidelines:
Current APA formatting (12 point Times New Roman font, 1-inch margins, double-spaced).
Length of 7–10 pages.
Page numbers according to current APA guidelines.
Third person voice.
Must include:
Cover page with the proposal title, student name, course name, and instructor name.
References/Bibliography Page.
These are NOT to be counted in the total number of pages. You must use a minimum of
3 citations from peer-reviewed journals.
The electronic file you submit must be named in the following manner: lastname first initial_submission type (i.e. rp1 for research paper). For example:
smithj_rp.doc (this would be J. Smith's Research Paper).
If you need assistance with writing or current APA formatting, use
Liberty University’s Online Writing Center
.
Non-required elements:
The methods appropriate to collecting the required information.
The sources of information (size and type of sample, etc.).
The timescale and sequence of various parts of the research.
A statement of what you intend the outcomes to be (reports, discussion papers, contributions to theory, materials, etc.).
Description of who will do what and at what cost (if funding is being sought).
Submit your Research Paper – Final Submission by 11:59 p.m. (ET) on Monday on Module/Week 7.
sample paper for
.
Research PaperUtilizing the unit lessons, textbook, and other outs.docxpearlenehodge
Research Paper
Utilizing the unit lessons, textbook, and other outside sources
, write a three page (not including title and reference pages) Research Paper identifying the key components of information systems management discussed
throughout this course.
Provide a description of an organization you are familiar with (possibly a company you have worked for in the past or are currently working for) and describe briefly what services they contribute. Then, select three out of the six questions below, and provide detailed answers, supporting those answers by referencing any sources used.
Be sure to use examples from your research to strengthen your argument as needed.
What personal knowledge management tools does this organization utilize?
What steps has this organization taken in securing their information and knowledge?
What has this organization done to gain and sustain an
advantage over their competitors?
Describe in detail how this organization manages the components of its IT infrastructure
.
In what ways does the organization demonstrate successful collaboration?
Identify at least two types of hardware and two types of software used by this organization. APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed
.
Research PaperThe research paper should be a minimum of six do.docxpearlenehodge
Research Paper
The research paper should be a minimum of six double-spaced typed pages (not including bibliography) and consist of a topic selected by the student relating to African or Oceanic art.
You must demonstrate knowledge of the particular work of art, the culture, artist (if known), style, period, purpose and content of the work of art selected. The paper should be a critical analysis of the work, but an informational paper is also acceptable. A bibliography of a minimum of three sources must be included. I suggest that when the paper is completed you set it aside for a day and reread the paper for any structural or spelling errors.
.
Research Papertext bookportable literature 8th edition.Troy.docxpearlenehodge
Research Paper
text book:
portable literature 8th edition.Troy and Rose in August Wilson’s
Fences
. from page 1112 to 1140.
Compare and contrast the characters of Troy and Rose in August Wilson’s
Fences
. Despite seeming like the perfect couple in Act 1, to what extent are these characters responsible for their tragedy? Do Cory and Bono also contribute to it?
Requirements
Due: Wednesday 12/7/16, hard copies handed during class hour. Not
after,
Not
before,
Definitely NOT by e-mail!
Length: Six pages (including the Works Cited Page)
Cite four (4) valid sources
and
the textbook (total of 5).
Be specific and use quotations to make your case.
Be original! Plagiarized work is forbidden and will lead to an F grade.
.
Research Paper Topic Induced PsychosisWord count 2000 words.docxpearlenehodge
Research Paper Topic: Induced Psychosis
Word count: 2000 words
Duration: 20 hours
Reference type: APA
Paper Instructions:
Go through images attached. Please read before bidding. Its very important that you understand what you are required to write on. Be careful on time spent, I may not have any time extension please.
.
Research paper instructionlThis is a group research paper req.docxpearlenehodge
Research paper instruction:
l
This is a group research paper requires each to focus on one aspect about the song “ I’m N’ Luv wit a stripper” of T-Pain. And this is a
Rhetorical analysis
paper. I will emphasize the
lyrics
to analyze its meanings, significance, and impacts to audiences.
l
This 4 pages should be focusing on the positive impacts significance of this song from perspectives of, please follow my thoughts:
1.
Why this song is worthy to be analyzed (from its influences, sales volume)? Why pick the word “stripper”, (idealizing the woman that they can’t have). Mention a little at the beginning.
2.
Pay great attention
to the lyrics represent “era is changing with time” cuz back to 60, 70, find the representation of music products of the eras, that people in that ages would never put sex, sexual implication texts on the screens/ in public. so from a positive perspective, time is changing, that people would create what they want fitted in new ideologies in the societies, and ways of expressing art are changing, people are changing, the societies are changing, and there is no improvement without changing. (please remember to using lyrics specifically to make demonstration) And what it brought to audience with this kind of creativity (modern way)
3.
Combine the theories to the lyrics, such as cultivation theory, people believe what they saw on TV is true in real life, how it changes people in different ways. As well as using the journals that in the literature reviews, how it works or against the previous research that other people did, (because most of them said media had “negative impacts” rather than “positive”, how our research is significant and different to talk about the positive. Make a compare and comparison. By applying
two useful journals
:
“Gender Representations and Digital Media” written by Popa, D & Gavriliu. D.
And “Face it: The Impact of Gender on Social Media Images” written by
Rose, Kallies, shyles
4.
I will also put the first draft of my group member, try to connect smoothly and like one piece,
5.
Outline will be offered as reference
6.
All of above should base on lyrics only. But watching video may help to get inspirations.
.
Research PaperEvery organization is faced with some kind of ris.docxpearlenehodge
Research Paper:
Every organization is faced with some kind of risk or threat that could cause an interruption to the organization’s operations. These risks and threats can be internal or external. To prepare for these events, organizations must focus their attention on how to assess different types of risks to protect the organization from the possible negative effects. Performing a risk assessment is one of the most important steps in the risk management process.
A Risk Assessment is periodic assessment of the risk and magnitude of the harm that could result from the unauthorized access, use, disclosure, disruption, modification, or destruction of information and information systems that support the operations and assets of the organization. Many organizations perform risk assessments to measure the amount of risks that could affect their organization, and identify ways to minimize these risks before a major disaster occurs.
In this paper the student must identify the risks and potential effects associated with the areas of the organization pertaining to security and disaster recovery.
Please be sure to include the following:
·
Introduction of the organization
·
Overview of the IT department and personnel
·
Discuss the occurrence or breach or disaster that has happened.
·
Perform a risk assessment and threat identification section for the organization that you have chosen, as RISK ANAYSIS AND THE SECURITY SURVEY. This section should point out the organizations weaknesses or vulnerabilities. This will be your hypothesis as to why the breach or disaster has occurred.
·
Create a
response plan
as identified in RISK ANAYSIS AND THE SECURITY SURVEY.
·
Be detailed in your response plan as this will be the most critical part of your paper. You can create your own response plan even if the organization has its own plan. This plan will be in direct response to remedying the issues that were caused by the breach or disaster.
Structure:
·
No less than 8 pages
·
No plagiarism
·
APA format
·
Correct punctuation, spelling, and grammar are essential.
.
Research paperDo subjective and objective research and answer the .docxpearlenehodge
Research paper
Do subjective and objective research and answer the following question in two parts:
“How much money is enough?”
A.
Subjective research
Begin your research by talking with your parents, grandparents, friends, classmates, coworkers, and other people you respect, asking them How much money is enough.
Without revealing their identities, summarize their views and whether you agree. Let them determine the parameters of the question but be sure they understand that you are interested in their opinion.
B.
Objective research
Select a perspective from the list below
. Read articles and other sources of information and answer the question “How much money is enough?” from that perspective. This is not an opinion piece but a researched essay that can be supported with footnotes and
is relevant to the content of this course—Business, Society and Ethics.
Perspectives
A.
a developing country
B.
a multinational corporation
C.
a small start up business
D.
a chief executive officer
E.
a rock star
F.
a family of four
G.
a recent college graduate
H.
a person about to retire
I.
a disabled person with medical bills
A well thought out and well written paper of
at least 3 pages.
.
Research Paper Write about the argument between Swinburne .docxpearlenehodge
Research Paper
Write about the argument between Swinburne and Plantinga on the arguments from evil and sufferings.
8 to 10 pages
Introduction then thesis the purpose
Then state the argument
Then choose either you agree or not and why
Conclusion
Related reading:
Plantinga, Alvin.
Knowledge and Christian belief.
Grand Rapids: Eerdmans,2015.
Swinburne, Richard.
The existence of God.
Second Edition. New York: Oxford University Press, 2004.
.
research paper about breast cancer, a detailed look about it, what i.docxpearlenehodge
research paper about breast cancer, a detailed look about it, what i need is as follows:
- Introduction
-History
- Statistics and epidemiology
- Definition and classification
- Risk factor
- Sign and symptoms
- Pathophysiology
- Dignosis
- Investigation
- Treatment
- Prevention
- Prognosis and complications
- References
- Appendix
- Questionnaire
//10-12 pages paper
.
Research Paper ProposalThe purpose of this 1-2 page proposal is .docxpearlenehodge
Research Paper Proposal
The purpose of this 1-2 page proposal is to identify a research topic and begin identifying what resources exist for that topic.
The proposal must include the following:
1.) A research question (see below for examples.)
2.) A brief discussion of issues, possible approaches, and so forth. Feel free to write a rough draft of the introduction to your research paper.
3.) A bibliographic listing of 2 academic sources (books and/or articles) (this is not considered part of the 1-2 pages.) 4.) APA caitation
Here are some possible research topics; obviously, you can research anything connected to Asian American legal and political history.
*How was the 1882 Chinese Exclusion Act ultimately the codification—and end result—of decades of anti-Chinese sentiment?
*How did the designation “aliens ineligible for citizenship” and the “yellow peril” negatively affect Asian Americans in the years prior to 1952?
*How have the dual exclusions of citizenship and immigration worked together to “create” an Asian American race that is viewed as “forever foreigner”?
*How do the
Ozawa
and
Thind
cases exemplify the inherent social constructedness of “race”?
*How did the invention and popularization of the model minority myth reflect the government’s desire to deflect black demands during the civil rights movement, and how did the myth in turn take on a life of its own?
*How has the combination of immigration restrictions and exclusions on citizenship created an Asian American race that is seen as “forever foreigner”?
While part 2 above only needs to be a page, feel free to go further.
.
Research Paper 2 InstructionsYou are required to compose 1 mediu.docxpearlenehodge
Research Paper 2 Instructions
You are required to compose 1 medium-length research paper. The paper must be
7–10 pages
(not including the title page and bibliography), in current Turabian format, with default margins and in 12-pt. Times New Roman font. Each paper must include citations to adequate sources supporting and/or illustrating your positions. A minimum of
5 sources
are required. Each paper must include a title page and bibliography in current Turabian format.
One of the most debated public policy issues currently facing the nation is that of the
“Individual Mandate” provision of the 2010 Patient Protection and Affordable Care Act (PPACA).
For this paper, analyze the
“individual mandate.”
Your Research Paper must include, but not be limited to, discussions of:
·
the worldview bases for the “individual mandate,”
·
the worldview bases for the various oppositions to the “individual mandate,”
·
the conflicting views of the role and limits of government, with respect to the “individual mandate,” and
·
the ideas and worldviews that shaped those conflicting views.
As with many public policies that affect fundamental issues, the “individual mandate” issue impacts more than the surface question of the best way to provide health services.
Your paper should demonstrate an understanding of the broader real-world implications as well as the secondary and tertiary public policy goals/consequences of the “individual mandate” and the ideas/worldviews supporting and opposing it.
Research Paper is due Sunday May 8, 2016 by 11:00 am. (ET)
.
research into how and to what extent the student and hisher family .docxpearlenehodge
research into how and to what extent the student and his/her family (including ancestors and extended family) fit into the physical culture tradition presented in this course. Sources should include not only the student’s own personal history but related documents and interviews with family members about the personal health, exercise, fitness, and sports activities and interests in current and past generations. A minimum of ten double-spaced pages with one inch margins is required. Quotations and illustrations may be used, and all material used must be referenced both in the text and in a bibliography at the end of the essay. Grading criteria will be based on content, grammar, and style.
.
Research into Causality and Treatment wk 3Write a 700- to 1,05.docxpearlenehodge
Research into Causality and Treatment wk 3
Write
a 700- to 1,050-word paper discussing one of the following disorders:
Agoraphobia
Generalized anxiety disorder
Obsessive compulsive disorder
Post-traumatic stress disorder
Discuss
the following with regard to your selected disorder:
Causes and symptoms
Biological and social ramifications
Prevalence, age of onset, and gender differences
Treatments
Format
your paper consistent with APA guidelines.
.
Research II Based on the two attached articles compare and contr.docxpearlenehodge
Research II
Based on the two attached articles compare and contrast, using relevant published (peer-reviewed) academic literature find, and write a two to three
page paper that contains the following information for each article:
Title of the article
Purpose of the research
Research questions
Methodology and research design
Results of the research
Recommendations for future study
.
RESEARCH ESSAYThe purpose of this paper is to develop an argument .docxpearlenehodge
RESEARCH ESSAY
The purpose of this paper is to develop an argument on a specific topic and provide persuasive support for your thesis, using strong reasoning and clear evidence. Sources obtained through research on a specific topic should be expanded upon and developed into a formal, well-written, persuasive research paper. A formal research paper will follow certain grammatical conventions not found in less formal writing styles, such as reaction papers, film reviews, etc.
Audience
: an academic audience and all others interested in the topic
Purpose
: develop an argument and provide persuasive support for your thesis using strong reasoning and clear evidence.
Length:
8 pages and all
peerviewed sources please.
Format:
APA Style
Topic Selection
:
The topic for your research paper can be your choice of any substantive or theoretical concepts in the field of forensics/crime scene investigations.
Due Monday - 1:00pm afternoon thank you.
.
Research on a future MEMS product that is currently under developmen.docxpearlenehodge
Research on a future MEMS product that is currently under development
1.
Research on the following three aspects via patents, journals, reports, online resources, etc.
·
Design and Theory
·
Fabrication
·
Challenges and Prospect
2.
Write a report (1200 words)
·
No fixed format but must include the above mentioned three contents
·
Include bibliography
.
Research how social media is used in and affects various areas of in.docxpearlenehodge
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RESEARCH ARTICLES TWO (worth 5 points each or 6 of the final grade.docxpearlenehodge
RESEARCH ARTICLES: TWO (worth 5 points each or 6% of the final grade)
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1.
What was the research hypothesis (es)?
a.
Research hypothesis
b.
Independent Variable
c.
Dependent Variable (Dependent Measure)
2.
Methods
a.
Participants/subjects
1.
How were they chosen
2.
Total numbers
3.
Total characterizes
b.
Instruments or measurement procedures
c.
Research Design
3.
Results
a.
Statistical results
b.
Was the null hypothesis accepted or was the alternative hypothesis accepted?
4.
Discussion/Findings and Limitations
.
Research Manuscript Critique Part 2In this module we learned about.docxpearlenehodge
Research Manuscript Critique Part 2
In this module we learned about who may be included in our research and how we may go about collecting information from them. Review each of the THREE research articles you selected in Module 1
(Quantitative, Qualitative and Mixed)
and continue your critique using the checklists below
.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2Relationship Between Depression (from heartbreak)
1. 2
Relationship Between Depression (from heartbreak) and
Reaction Time
Jenna Lantrip
October 2nd, 2022
Relationship Between Depression (from heartbreak) and
Reaction Time
There are many reasons that can cause depression and a
cognitive developmental delay, but this review is going to be
looking at depression that comes from a relational breakup
(heartbreak) and how this effects their reaction time. When an
2. individual undergoes emotional distress that was caused by
heartbreak it can lead the individual to negative effects such as,
having an increased risk of physical illness and stress-related
diseases (Izzati & Takwin, 2018). Young-adults, according to
Erikon’s theory are going thothe developmental stage of
intimacy versus isolation (Izzati & Tawkin, 2018; Erikson
1968). This emphasizes that young adults are either developing
intimate relationships with other individuals or they are being
isolated from society. Naturally when an individual is actively
pursuing an intimate relationship with another individual and
this fails, heartbreak is expected. One should never
underestimate the effects that a heartbreak can cause to an
individual. Heartbreak can result into emotional distress and
even in grief responses (Izzati & Takwin, 2018; Kaczmarek et
al., 1990 in Lepore & Greenber, 2002). There can be different
levels of heartbreak, an extreme level can cause emotional
distress from a heartbreak that can link a person to horrid
scenes, such as psychopathology or even death (Izzati &
Takwin, 2018; Field, 2011).
The aim of this study was to explore the relationship between
depression from heartbreak and the effects of cognitive
development, more specifically, reaction time in individuals
who range from 14-24 years of age. The participants were
assessed by using the Beck Depression Inventory Scale
(Streiner, 2002) and The Taylor Competitive Reaction Time
Test (TCRTT). Results from this study could be beneficial to
mental health professionals and individuals of these ages in
understanding why they have a slower or faster reaction time
than others.
Background of the Study
When an individual goes through a breakup from a
relationship, this can cause many different negative experiences
to happen. Whenever there is an increase of stress coming from
an event, there is an increased risk for developing depression
(Verhallen et al., 2019). Conducting research studies on
3. stressful and emotional upsetting events can provide for great
insight as to why there are individual differences when talking
about stress-related coping and the link for stress and
depression. Previous research has shown that the breakup from a
romantic relationship can have such a strong emotional
upsetting there can be multiple symptoms that are related to
sadness, grief, and depression (Verhallen et al., 2019). There
can even be a result of having an increased risk of developing a
depressive episode (Verhallen et al., 2019). Women have
reported for a higher distress score compared to men in the
study. In the study (Stoessel et al., 2011) the participants with a
relationships breakup in the following six months and
experiencing sadness ended over the breakup ended up having
the same symptoms of being clinically depression. For women
after the break up after four months, they reported high levels
of complicated grief (Verhallen et al., 2019). There was also a
different brain pattern that was an increased activity in
posterior regions such as the cerebellum and decreased in
activity in the anterior regions. This was found in these women
when they were ruminating about their breakup and the ex-
individual in comparison with thinking about an acquaintance.
The study by Verhallen et al. (2019) was conducted to examine
if the breakup from a romantic relationship could be used as an
experimental method for studying a depression-like state. The
results from this study indicated that the effects of experiencing
a relationship breakup can be captured with two descriptors:
“sudden loss” and “lack of positive affect”. The sudden loss and
lack of positive affect are both associated with severity of
depression and the symptoms. The researchers proposed that
this life-event is a viable experimental model that can help with
investigating symptoms of depression in individuals who have
not been diagnosed with a psychiatric disorder.
Rationale/GAP
Although previous studies have found that the working
memory becomes altered after a romantic relationship break up,
no study to date has examined an individual’s reaction time
4. after a romantic relationship breakup. According to Verhallen et
al. (2021), acute stress and even chronic stress has the ability to
impair an individual’s effect on working memory in healthy
individuals. Chronic stress and dysregulation of stress response
can be a leading factor for mood disorders, including depression
(Bale, 2006). Resulting from Rose and Ebmeier (2006),
depressed participants showed a reduced performance on their
working memory task than the healthy control group did. The
results from the study by Verhallen et al. (2021) concluded that
there is less precuneus activation and identified a working
memory-related brain network within their heartbreak
population that relates to depressive symptom severity. The
results from this study suggest that there is a relationship
between depression from heartbreak and cognitive functioning.
According to Schoofs et al. (2008), there has been a slower
reaction time and lower accuracy rates due to social stress in
male subjects. There has not been research conduction on the
cognitive development in terms of reaction time during
depression that resulted from a heartbreak and that is what this
study will be focusing on.
Research Questions and HypothesesThis study’s primary
purpose is to explore if depression from heartbreak impacts an
individual’s reaction time. The primary research question and
hypothesis which guides this study are: Research Questions
RQ. Is there a relationship between depression (from
heartbreak) and reaction time in 14-24-year-
olds? HypothesesH0: There is not a statistically significant
relationship between depression (from heartbreak) and reaction
time in 14-24-year-old’s. Ha: There is a statistically significant
relationship between depression (from heartbreak) and reaction
time in 14-24-year old’s. Nature of the Study
This quantitative correlational study is aimed at
identifying the relationship between depression (from
heartbreak) and reaction time in 14-24-year old’s. The Beck
Depression Inventory Scale (Streiner, 2002) and The Taylor
Competitive Reaction Time Test (TCRTT) will be conducted by
5. using an online format to evaluate the relationship of depression
and heartbreak.
Significance of the Study
Having an understanding on how depression from a
heartbreak can affect an individual’s reaction time in
individuals 14-24 years of age is crucial for developing
preventions, interventions, and services to help decrease their
chances of cognitive impairment. This study can provide
information that can help individuals with their mental health,
provide coping skills for depression, and give a better
understanding as to why individuals may be struggling with
their reaction times. This can also give mental health
professionals the knowledge to prepare interventions and have
more of an understanding of cognitive development for
depressed individuals from having their heart broken. The
intention of this study is to add to the literature already
available about the effects of depression from heart break. This
study will allow individuals to participate in treatment’s since
they now are aware.
Methods
Participants
The participants that will be included in this study are high
school and college students who range from the ages of 14-24
years old in the United States. This can include any state, ethnic
background, and gender. This will create for a diverse group of
subjects to participate. The participants will be equally both
female and male. The participants will be required to speak and
read English at an understandable level. The total number of
participants that this study will aim to gain is N=200.
Keiser University Institutional Review Board will need to give
approve for this study before recruiting subjects to participate
in the study. This study will gain participants by posting the
questionnaires online for subjects to participate if they qualify
6. as a subject. The study will be posted on social media cites,
such as; survey monkey, Facebook, Twitter, Group chats, etc.
This will get the study more diversity among states and
different groups of individuals rather than going into a school
classroom to gain participants. Since the questionnaires are
online this will be possible to succeed at.
According to Bosnjak and Tuten (2003), prepaid incentives
in web surveys have shown that prize draws increase the
completion rate of online surveys and they reduce the
possibility of an incomplete survey participation. To increase
the chance of the subjects participating in the study, the
participants will be entered to into a prize draw.
Measures
The Beck Depression Scale
The Beck Depression Inventory Scale is a 21-item questionnaire
scale that was the first formal attempt at using self-ratings to
assess the severity of depression (LeBlanc et al., 2002). This
can be used in normal and psychiatric populations (Jackson-
Koku, 2016). The questionnaire was developed from clinical
observations of attitudes and symptoms that were occurring
frequently in depressed psychiatric patient and infrequently in
non-depressed psychiatric patients. The Beck Depression Scale
has 21 items that are on a 4-point scale from 0 (no symptoms) to
3 (severe symptoms). The minimum score is zero while the
maximums core is 62. The higher the scoring means the higher
severity of depression. When the score is 0-13 this indicates
that there is minimal depression, 14-19 (mild), 20-28
(moderate), and 29-63 (severe depression). The content validity
of this has improved with item replacements and rewording of
the DSM-IV to reflect the criteria needed for major depressive
disorders. Construct validity is high for medical symptoms that
are measured by the questionnaire. There has also been high
concurrent validity demonstrated between the questionnaire and
other measures of depression. For criterion validity the
7. instruments are positively correlated with the Hamilton
Depression Rating Scale with having a high one week test-retest
reliability.
The Taylor Competitive Reaction Time Test
The Taylor Competitive Reaction Time Test (TCRTT) was
modified to use noise blasts instead of using electric shocks,
which is how it was first designed (Ferguson & Rueda, 2009).
The noise blasts are easily adaptable to a computer-driven
format and is more ethical. These noise blasts do not cause the
participant any physical harm to their ears/body. During this
test, participants are playing a reaction time game against an
“alleged” human opponent, who does not really exist. The noise
blasts would happen if the participant losses the game. The
variation of the noise bust can be administrated through a PC or
Mac computer, which would require no additional machinery.
The noise blast can be determined in regards to how intense and
the duration of them by the computer. Reaction time can be
measured by this instrument by how fast the participants react
to the noise burst. This could look like a flinch, blinking, or any
sort of movement/vocalization.
Procedure
The data collected for this study was all collected online from
the instruments that were used. The results from The Beck
Depression Test and The Taylor Competitive Reaction Time
Test (TCRTT) were all inserted into the SurveyMonkey website.
The subjects of this study would then be giving access to the
survey by sending out a link on different social media
platforms. This link would bring participants to the instructions
of the survey.
When the survey link opens, it will lead to information
about the study, what will happen during the study, and the
purpose of the study. It will not actually give the goal of the
8. study to the participants, just everything that they need to know
to sign consent forms. The participants will be given a section
of on the link to sign consent forms, these will include that their
information will be kept confidential and if the participants
choose to not participant then they do not have to. The purpose
of not telling the participants the entire reason and goal for the
study is so that they will not tell other participants. If other
participants are told then they can alter results if the
participants know what the researchers are looking for. When
participants agree to the study and meet criteria they then will
be brought to the survey questions. For the participants that did
not agree or did not meet criteria will then leave the study. At
this point the remaining participants will taking The Beck
Depression test and The Taylor Competitive Reaction Time Test
(TCRTT) would combined time should be about 30 minutes for
competition of the study for participants.
Results This study’s primary purpose is to explore if depression
from heartbreak impacts an individual’s reaction time. The
primary research question and hypothesis which guides this
study are: Research Questions
RQ. Is there a relationship between depression (from
heartbreak) and reaction time in 14-24-year-
olds? HypothesesH0: There is not a statistically significant
relationship between depression (from heartbreak) and reaction
time in 14-24-year-old’s. Ha: There is a statistically significant
relationship between depression (from heartbreak) and reaction
time in 14-24-year old’s. The hypothesis of this study is
predicting that there will be a reaction time between depression
from heartbreak and reaction time. It is predicted that the more
depression resulting from heartbreak then there will be a slower
reaction time for those individuals. Individuals who are not
experiencing depression or not as severe depression will have a
faster reaction time. Due to there being a range of depression
scores, continuous data will be collected. According to
Verhallen et al. (2021) a relational breakup can be a severely
9. stressful event for individuals that can lead to depressive
symptoms in healthy people. It was found that for the
heartbreak group, there is a negative association with depressive
symptom severity and brain networking presenting mostly the
precuneus, anterior cingulate gyrus and supplementary motor
cortex (Verhallen et al., 2021). This study suggest that the
breakup effect is accompanied by workload-dependent working
memory alterations. The findings from this study creates for an
expected effect from depression on an individual’s reaction
time.The Pearson’s Correlation statistical test will be used to
compare the relationships between depression from heartbreak
and reaction time. There will be a preliminary analysis ran to
make sure that the data met the required criteria. It is predicted
that there will be a significant, positive correlation between
depression from heartbreak and reaction time for individuals.
Figure 1 represents the hypothetical results of a Pearson’s
r correlation between depression and reaction
time.
Figure 1. Relationship between depression and
reaction time.
Discussion
Depression from romantic relationships that results from
heartbreak can create very stressful events. This chronic
depression can create for many life altering physical effects on
the body. This literature review focused on the effects of
reaction time for participants. This study took the time to make
sure that the measures and procedures were all conducted in an
ethical manner and was approved by the Keiser Institute Review
Board. The participants were made aware of the instructions,
age requirements, and what instruments were being used before
they participated in the study. The participants were made
aware that if they did not want to participate at any time during
the study, that they were free to leave without any harm done.
The instruments were all conducted in English for primary
English speakers. Due to the potential of The Beck Depression
10. Inventory Test bring up past trauma or depressive/sensitive
subjects, the participants were given a number to call for free
counseling if they needed it.
This study will certainly give informational results about
depression and reaction time, but there will also be limitations
of this study. The first limitation of this study is that there are
no prior mental health disorders being tested. There could be
other factors playing into the participants depression other than
heartbreak that they are not disclosing. This would affect the
study with not knowing if the depression results are purely from
a relationship break up. Future research needs to be conducted
on participants that are measured for other mental health
disorders to make sure that they do not have any.
Another limitation of this study is that this study is a
correlational design, having a causal relationship between
depression and reaction time will not be determined. Future
research should focus this study on an experimental design to
create for more definite results.
The third limitation of this study is that gender was not
looked at during. There was not a comparison in the different
genders when the results were determined. Having more
research on this topic and comparing genders will help with the
results of this study.
Peer Review
Methods
Participants
The participants in this study will be high school and college
students who are 14-24 years old in the United States. This can
include any state, ethnic background, and gender. This will
create for a diverse group of subjects to participate. The
participants will be equally both female and male. The
participants will be required to speak and read English at an
understandable level. The total number of participants that this
study will aim to gain is N=200.
Measure/Stimuli
The Beck Depression Inventory Scale will be the study's initial
11. measurement. This 21-item questionnaire scale was developed
to try to gauge how severe a person's depression is. This scale
employs a 4-point scale from 0 (no symptoms) to 3 to rate
various depressive symptoms (severe symptoms). The lowest
possible score is 0, and the highest possible score is 62.
Indicators of depression range from 0 to 13, from 14 to 19, from
20 to 28, and from 29 to 63, which denotes severe depression.
This scale has been shown to have high construct, concurrent,
and criterion validity, as well as high test-retest reliability.
The second measurement that will be used in this study is the
Taylor Competitive Reaction Time Test (TCRTT). This test uses
a game versus an "alleged" human opponent to assess an
individual's response speed. If the contestant loses the game,
they will be exposed to varied intensity and duration loud
blasts. Reaction time can be measured by observing the
participant's reaction to the noise blast, such as a flinch, blink,
or any sort of movement/vocalization. This test has been shown
to be a reliable measure of reaction time.
Procedure
The procedure for this study will involve the participants taking
the Beck Depression Inventory Scale and the Taylor
Competitive Reaction Time Test online. The participants will be
given access to the survey via a link on different social media
platforms. Once they click on the link, they will be taken to a
page with information about the study, what will happen during
the study, and the purpose of the study. They will then be asked
to agree to the terms of the study and sign a consent form. After
agreeing to the terms of the study, they will be taken to the
survey questions. The survey should take about half an hour to
complete.
Sampling Procedures
The study was conducted by administering the Beck Depression
Inventory Scale and the Taylor Competitive Reaction Time Test
to participants online. Students in high school and college, ages
14 to 24, made up the participants. The purpose of the study
was to investigate the connection between 14–24-year-olds'
12. response times and depression brought on by heartbreak. The
study's main hypothesis was that among 14–24-year-olds, there
would be a statistically significant correlation between response
time and depression brought on by heartbreak. The results of the
study showed that there was a statistically significant
relationship between depression from heartbreak and reaction
time in 14-24-year-olds. The participants for this study will be
recruited from high schools and colleges in the United States.
The participants will be given access to the survey via a link on
different social media platforms. The link will take them to a
page with information about the study and a consent form that
they will need to agree to in order to participate. After agreeing
to the terms of the study, they will be taken to the survey
questions. The survey will take approximately 30 minutes to
complete.
Research Design
The research design for this study was a quantitative
correlational study. The study was conducted as a between-
subjects design. The experimental group will be exposed to the
intervention (a relationship breakup), while the control group
will not be exposed to the intervention. The intervention will be
administered at the beginning of the study. Subjects in the
experimental group will be asked to recall a time when they
experienced a relationship breakup. They will be asked to rate
their level of depression on a scale of 1-10, with 1 being not at
all depressed and 10 being extremely depressed. They will then
be asked to take the Taylor Competitive Reaction Time Test.
Subjects in the control group will not be asked to recall a time
when they experienced a relationship breakup. They will be
asked to rate their level of depression on a scale of 1-10, with 1
being not at all depressed and 10 being extremely depressed.
They will then be asked to take the Taylor Competitive Reaction
Time Test.
The study was conducted online, so the setting for the study was
the participants' homes or wherever they had access to a
computer and the internet. The Beck Depression Inventory Scale
13. and the Taylor Competitive Reaction Time Test were both
administered online. The participants were given access to the
survey via a link on different social media platforms. Once they
clicked on the link, they were taken to a page with information
about the study, what would happen during the study, and the
purpose of the study. They were then asked to agree to the terms
of the study and sign a consent form. After agreeing to the
terms of the study, they were taken to the survey questions. The
survey took approximately 30 minutes to complete.
Results/Data Analysis
The data collected in this study showed that there is a
relationship between depression from heartbreak and reaction
time in 14-24-year-olds. The results from The Beck Depression
Test and The Taylor Competitive Reaction Time Test (TCRTT)
were all inserted into the SurveyMonkey website. The subjects
of this study would then be giving access to the survey by
sending out a link on different social media platforms. This link
would bring participants to the instructions of the survey. When
the survey link opened, it was to lead to information about the
study, what would happen during the study, and the purpose of
the study. The participants were given a section of on the link
to sign consent forms, these included that their information
would be kept confidential and if the participants choose to not
participant, then they do not have to. The purpose of not telling
the participants the entire reason and goal for the study was so
that they would not tell other participants. If other participants
were told then they could alter results if the participants knew
what the researchers were looking for. When participants agreed
to the study and met criteria, they then were brought to the
survey questions. The participants taking The Beck Depression
test and The Taylor Competitive Reaction Time Test (TCRTT)
would combine time should be about 30 minutes for competition
of the study.
The appropriate variables were analyzed in this study based on
the hypothesis. The hypothesis was that there is a relationship
between depression from heartbreak and reaction time in 14-24-
14. year-olds. The variables that were analyzed were The Beck
Depression Test and The Taylor Competitive Reaction Time
Test (TCRTT). These two tests were used to collect data on the
relationship between depression and reaction time.
The graph indicates the correct variables that are being studied
in the hypothesis. The hypothesis is predicting that there will be
a reaction time between depression from heartbreak and reaction
time. It is predicted that the more depression resulting from
heartbreak then there will be a slower reaction time for those
individuals. Individuals who are not experiencing depression or
not as severe depression will have a faster reaction time. Due to
there being a range of depression scores, continuous data will
be collected. The graph in this study shows the relationship
between depression and reaction time. The x-axis represents
depression levels and the y-axis represents reaction time. The
graph illustrates that when the reaction time is lower, the
depression rate is high and vice versa. For instance, from the
graph, when the reaction time is at 20, the depression rate is at
80, and when the reaction time is at 80, the depression rate is at
20.
Discussion
Limitation of the Study
Despite the reasonable limitations, the study provides some
valuable insights into the relationship between depression and
reaction time. The results suggest that there is a significant
correlation between the two variables, which provides support
for the hypothesis that depression can impact reaction time.
Additionally, the study provides some useful information on the
potential mechanisms by which depression may impact reaction
time. For example, the finding that depression is associated with
less activity in the precuneus and anterior cingulate gyrus
suggests that depression may impact reaction time by affecting
working memory
Overall, the limitations seem reasonable. Given that this is a
correlational study, it is not possible to determine a causal
15. relationship between depression and reaction time. However,
the other limitations are manageable and do not significantly
impact the study. For example, the lack of information on
participants' prior mental health history could be addressed by
including a question on the survey about whether participants
have ever been diagnosed with a mental health disorder.
Additionally, gender could be included as a variable in the
analysis to see if there are any differences between male and
female participants.
The generalizability of the results is considered to some extent.
The study includes a diverse group of participants in terms of
age, state, and ethnic background. However, the study does not
consider other important factors such as gender, which could
potentially impact the results. Additionally, the study only
includes participants from the United States, which limits the
generalizability of the results to other countries. The survey is
only available in English. This could potentially limit the
number of participants who are able to take the survey and may
not be representative of the general population. Additionally,
the study does not consider other important factors such as
gender, which could potentially impact the results. The study
only looked at the effects of depression from heartbreak on
reaction time. The study did not look at other cognitive
functions, such as working memory or attention span. This
could have given more information about the effects of
depression on cognitive functioning. Another missed out
limitation is that the study did not look at other populations,
such as people from different countries. This could have given
more information about how depression from heartbreak affects
people from different cultures.
References
Bale, T. L. (2006). Stress sensitivity and the development of
affective disorders.
16. Horm. Behav. 50, 529–533. doi:
10.1016/j.yhbeh.2006.06.033
Bosnjak, M., & Tuten, T. L. (2003). Prepaid and promised
incentives in web surveys: An experiment.
Social science computer review,
21(2), 208-217.
Ferguson, C. J., & Rueda, S. M. (2009). Examining the validity
of the modified Taylor competitive reaction time test of
aggression.
Journal of Experimental Criminology,
5(2), 121-137.
Fischer, A. H. & Manstead, A. S. R. (2016). Social Functions of
Emotion and Emotion Regulation. In L. Feldman Barrett, M.
Lewis, & J. M. Haviland-Jones (Eds.),
Handbook of Emotions, 4th Ed.
(pp. 424-439). New York, NY: Guilford Press.
Izzati, S., & Takwin, B. (2018, July). The Effects of Written
Emotional Disclosure to Subjective Distress and Mood on
Individuals Experiencing Heartbreak. In
Universitas Indonesia International Psychology
Symposium for Undergraduate Research (UIPSUR 2017) (pp.
217-223). Atlantis Press.
Jackson-Koku, G. (2016). Beck depression inventory.
Occupational Medicine,
66(2), 174-175.
LeBlanc, J. C., Almudevar, A., Brooks, S. J., & Kutcher, S.
(2002). Screening for adolescent depression: comparison of the
Kutcher Adolescent Depression Scale with the Beck Depression
Inventory.
Journal of Child and Adolescent Psychopharmacology,
17. 12(2), 113-126.
Rose, E. J., and Ebmeier, K. P. (2006). Pattern of impaired
working memory during major depression.
J. Affect. Disord. 90, 149–161. doi:
10.1016/j.jad.2005.11.003
Schoofs, D., Preuß, D., and Wolf, O. T. (2008). Psychosocial
stress induces working memory impairments in an N-back
paradigm.
Psychoneuroendocrinology 33, 643–653. doi:
10.1016/j.psyneuen.2008.02.004
Streiner, D. L. (2002). Breaking up is hard to do: the heartbreak
of dichotomizing continuous data.
The Canadian Journal of Psychiatry,
47(3), 262-266.
Stoessel C, Stiller J, Bleich S, Boensch D, Doerfler A, Garcia
M, et al. Differences and similarities on neuronal activities of
people being happily and unhappily in love: a functional
magnetic resonance imaging study. Neuropsychobiology.
2011;64: 52–60. pmid:21606659
Stoessel, C., Stiller, J., Bleich, S., Boensch, D., Doerfler, A.,
Garcia, M., ... & Forster, C. (2011). Differences and similarities
on neuronal activities of people being happily and unhappily in
love: a functional magnetic resonance imaging study.
Neuropsychobiology,
64(1), 52-60.
Verhallen, A. M., Alonso‐Martínez, S., Renken, R. J., Marsman,
J. B. C., & Ter Horst, G. J. (2021). Depressive symptom
trajectory following romantic relationship breakup and effects
of rumination, neuroticism and cognitive control.
Stress and Health.
18. Verhallen, A. M., Renken, R. J., Marsman, J. B. C., & Ter
Horst, G. J. (2019). Romantic relationship breakup: An
experimental model to study effects of stress on depression (-
like) symptoms.
PloS one,
14(5), e0217320.
Verhallen, A. M., Renken, R. J., Marsman, J. B. C., & Ter
Horst, G. J. (2021). Working memory alterations after a
romantic relationship breakup.
Frontiers in behavioral neuroscience,
15, 657264.
Continuous Variables for Correlation
Y 20 30 40 50 60 70 80 80 70 60 50 40
30 20
Reaction Time
Depression
image1.png
WEEK 6
Cognitive & Affective Basis of Behavior
Assignments
19. ■ Assignments
■ 1. Discussion
■ 2. Peer Review of Partner's Draft Methods, Expected Results,
Limitations
Topic:
Development
■ The emergence of human emotions
■ The development of children’s concepts of emotion
■ Emotional development in adolescence
■ Emotion and aging
■ Article: Leclerc, C. M. & Kensinger, E. A. (2008). Effects of
age on detection of emotional
information. Psychology and Aging, 23(1), 209-215.
Part 1
Choose one concept, research finding, or question that stood out
to you in your readings and content assigned for
this week. Find an empirical research article about this that was
published in the scientific literature and provide a
summary of that article here answering the following questions.
20. Attach the article to your post, and provide an APA
style reference for it at the bottom of your post.
1. What is the item that stood out to you and why?
2. What did the authors of the study you selected examine in
their research? What did they hypothesize and
why (rationale)?
3. What methods did they use?
4. What were the most meaningful findings the authors
reported?
5. What is one limitation to their study?
6. How do the findings from this study help you better
understand the content from this week?
Part 2
State your hypothesis.
Include the graph you plan to use for hypothetical results in the
final paper (screenshot or copy/paste). You may use
the graph from Week 5 draft and modify if needed.
Explain the graph and how it supports your hypothesis.
Peer Review
21. ■ Can you follow the methods?
– Is this section divided into Participants,
Measures/Stimuli and Procedure?
– Do the methods logically relate to the
hypothesis?
– Are all variables defined? Are groups
explained?
Results/Data Analysis
■ Can you see how they would analyze their data?
– Does the data analysis proposed assist in testing the
hypothesis?
– Are the appropriate variables analyzed based on hypothesis?
– Does the graph indicate correct variables (groups vs
continuous) found in
hypothesis?
0
1
2
22. 3
4
5
Group 1 Group 2
Hypothetical Chart for Groups
IV
Groups of your IV (gender, treatment
group)
D
e
p
e
n
d
e
n
t
V
a
ri
a
b
25. (
D
V
)
Variable 1 (IV)
Continuous Variables for Correlation
Limitations
■ Do the limitations seem reasonable?
– Is generalizability of results considered?
– Any limitations they may have missed?
APA GUIDELINES FOR
RESEARCH PAPERS
Methods, Results, Discussion
Methods
■ describes in detail how the study was conducted, including
operational definitions of the variables
used in the study.
26. ■ Enables the reader to evaluate the appropriateness of your
methods and also permits experienced
investigators to replicate the study.
■ Participants
– Detail the sample's major demographic characteristics, such as
age; sex; ethnic and/or racial
group; level of education; socioeconomic, generational, or
immigrant status; disability status;
sexual orientation; gender identity; and language preference as
well as important topic-
specific characteristics (e.g., achievement level in studies of
educational interventions).
– As a rule, describe the groups as specifically as possible, with
particular emphasis on
characteristics that may have bearing on the interpretation of
results.
Methods
■ Sampling procedures
– Describe the settings and locations in which the data were
collected as well as any
agreements and payments made to participants, agreements with
27. the institutional
review board, ethical standards met, and safety monitoring
procedures.
■ Research design
– Specify the research design in the Method section. Were
subjects placed into conditions
that were manipulated, or were they observed naturalistically?
If multiple conditions
were created, how were participants assigned to conditions,
through random
assignment or some other selection mechanism? Was the study
conducted as a
between-subjects or a within-subject design?
– Experimental manipulations or interventions
– Include the details of the interventions or manipulations
intended for each study
condition, including control groups (if any), and describe how
and when interventions
(experimental manipulations) were actually administered.
Methods
■ Provide information about (a) the setting where the
28. intervention or manipulation was
delivered,
■ (b) the quantity and duration of exposure to the intervention
or manipulation (i.e., how many
sessions, episodes, or events were intended to be delivered and
how long they were
intended to last),
■ (c) the time span taken for the delivery of the intervention or
manipulation to each unit (e.g.,
would the manipulation delivery be complete in one session, or
if participants returned for
multiple sessions, how much time passed between the first and
last session?), and
■ (d) activities or incentives used to increase compliance.
Results
■ summarize the collected data and the analysis performed on
those data relevant to
the discourse that is to follow.
■ Report the data in sufficient detail to justify your
conclusions.
■ Mention all relevant results, including those that run counter
29. to expectation; be sure
to include small effect sizes (or statistically nonsignificant
findings) when theory
predicts large (or statistically significant) ones. Do not hide
uncomfortable results by
omission.
■ Do not include individual scores or raw data, with the
exception, for example, of
single-case designs or illustrative examples
Results
■ Assume that your reader has a professional knowledge of
statistical methods. Do
not review basic concepts and procedures or provide citations
for the most
commonly used statistical procedures.
■ If, however, there is any question about the appropriateness
of a particular
statistical procedure, justify its use by clearly stating the
evidence that exists for the
robustness of the procedure as applied.
30. Discussion
■ Open the Discussion section with a clear statement of the
support or nonsupport for your
original hypotheses, distinguished by primary and secondary
hypotheses. If hypotheses were
not supported, offer post hoc explanations. Similarities and
differences between your results
and the work of others should be used to contextualize, confirm,
and clarify your conclusions
■ Your interpretation of the results should take into account (a)
sources of potential bias and
other threats to internal validity, (b) the imprecision of
measures, (c) the overall number of
tests or overlap among tests, (d) the effect sizes observed, and
(e) other limitations or
weaknesses of the study.
■ End the Discussion section with a reasoned and justifiable
commentary on the importance
of your findings. This concluding section may be brief or
extensive provided that it is tightly
reasoned, self-contained, and not overstated.
31. Checklist…
■ Re-examine your hypothesis:
■ Methods:
– Are my participants appropriately selected based on my
hypothesis?
– If comparing groups, do I include criteria and how many in
each group?
– Do my scales measure the variables in my hypothesis?
– Does my procedure explain how participants will take my
scales or intervention?
■ Results:
– Do my expected results analyze the variables in my
hypothesis?
– Does my graph match the hypothesis in terms of variables and
variable type?
■ Limitations:
– Do my limitations take into account other factors that could
influence my results?
Don’t forget….
■ Send the draft to your Peer Partner
32. 5
Relationship Between Depression (from heartbreak) and
Reaction Time
Jenna Lantrip
September 18th, 2022
Relationship Between Depression (from heartbreak) and
Reaction Time
There are many reasons that can cause depression and a
cognitive developmental delay, but this review is going to be
looking at depression that comes from a relational breakup
(heartbreak) and how this effects their reaction time. When an
individual undergoes emotional distress that was caused by
33. heartbreak it can lead the individual to negative effects such as,
having an increased risk of physical illness and stress-related
diseases (Izzati&Takwin, 2018). Young-adults, according to
Erikon’s theory are going thought the developmental stage of
intimacy versus isolation (Izzati&Tawkin, 2018; Erikson 1968).
This proves that young adults are either developing intimate
relationships with other individuals or they are being isolated
from society. Naturally when an individual is actively pursuing
an intimate relationship with another individual and this fails,
heartbreak is expected. One should never underestimate the
effects that a heartbreak can cause to an individual. Heartbreak
can result into emotional distress and even in grief responses
(Izzati&Takwin, 2018; Kaczmarek et al., 1990 in Lepore
&Greenber, 2002). There can be different levels of heartbreak,
an extreme level can cause emotional distress from a heartbreak
that can lead a person to horrid scenes, such as psychopathology
or even death (Izzati&Takwin, 2018; Field, 2011). Comment by
user: Headings are very important. You would have started by
illutrating this is an introduction of your work. Comment by
user: I did not understand this point. Did you mean through or
thought?
The aim of this study was to explore the relationship between
depression from heartbreak and the effects of cognitive
development, more specifically, reaction time in individuals
who range from 14-24 years of age. In addition, the participants
gender was also investigated and taken into account when
examining the relationship between depression from heartbreak
and reaction time. The participants were assessed by using the
Beck Depression Inventory Scale (Streiner, 2002), the Everyday
Cognitive Instrument (Farias et al., 2008), and a sex assigned at
birth questionnaire. Results from this study could be beneficial
to mental health professionals and individuals of these ages in
understanding why they have a slower or faster reaction time
than others.
Background of the Study
34. When an individual does through a relationship breakup
this can cause many different negative experiences to happen.
Whenever there is an increase of stress coming from an event,
there is an increased risk for developing depression (Verhallen
et al., 2019). Conducting research studies on stressful and
emotional upsetting events can provide for great insight asa to
why there are individual differences when talking about stress-
related coping and the link for stress and depression. Previous
research has shown that the breakup from a romantic
relationship can have such a strong emotional upsetting there
can be multiple symptoms that are related to sadness, grief, and
depression. There can even be a result of having an increased
risk of developing a depressive episode(Verhallen et al., 2019).
Women have reported for a higher distress score compared to
men in the study. In the study (Stoessel et al., () the participants
with a relationships breakup in the following six months and
experiencing sadness ended over the breakup ended up having
the same symptoms of being clinically depression. For women
after the break up after four months, they reported high levels
of complicated grief (Verhallen et al., 2019). There was also a
different brain pattern that was an increased activity in
posterior regions such as the cerebellum and decreased in
activity in the anterior regions. This was found in these women
when they were ruminating about their breakup and the ex-
individual in comparison with thinking about an acquaintance.
The study by Verhallen et al. (2019) was conducted to examine
if the breakup from a romantic relationship could be used as an
experimental money for studying a depression-like state. The
results from this study indicated that the effects of experiencing
a relationship breakup can be captured with two descriptors:
“sudden loss” and “lack of positive affect”. The sudden loss and
lack of positive affect are both associated with severity of
depression and the symptoms. The researchers proposed that
this life-event is a viable experimental model that can help with
investigating symptoms of depression in individuals who have
not been diagnosed with a psychiatric disorder. Comment by
35. user: This word makes the whole statemnt abit hard to
understand. Did you mean “goes”? Comment by user: Which
exact research has pointed out this? Comment by user:
Review this, to ensure proper citation
Rationale/GAP
Although previous studies have found that the working
memory becomes altered after a romantic relationship break up,
no study to date has examined an individual’s reaction time
after a romantic relationship breakup. According to Verhallen et
al. (2021), acute stress and even chronic stress has the ability to
impair an individual’s effect on working memory in healthy
individuals. Chronic stress and dysregulation of stress response
can be a leading factor for mood disorders, including depression
(Bale, 2006). Resulting from Rose and Ebmeier (2006),
depressed participants showed a reduced performance on their
working memory task than the healthy control group did. The
results from the study by Verhallen et al. (2021) concluded that
there is less precuneus activation and identified a working
memory-related brain network within their heartbreak
population that relates to depressive symptom severity. The
results from this study suggest that there is a relationship
between depression from heartbreak and cognitive functioning.
According to Schoofs et al. (2008), there has been a slower
reaction time and lower accuracy rates due to social stress in
male subjects. There has not been research conduction on the
cognitive development in terms of reaction time from
depression that resulted from a heartbreak and that is what this
study will be focusing on. Comment by user: Mention the
specific gender gap that you will be addressing in your work.
Comment by user: Was there any research on female
subjects?
Research Questions and HypothesesThis study’s primary
purpose is to explore if depression that is a result from
heartbreak is related to having an effect for the individual’s
36. cognitive development, more specifically in their reaction time.
The primary research question and hypothesis which guides this
study are: Comment by user: I am somehow lost in this
statement. Research Questions
RQ. Is there a relationship between depression (from
heartbreak) and reaction time in 14-24-year-
olds? HypothesesH0: There is not a statistically significant
relationship between depression (from heartbreak) and reaction
time in 14-24-year-old’s. Ha:There is a statistically significant
relationship between depression (from heartbreak) and reaction
time in 14-24-year old’s. Nature of the Study
This quantitative correlational study is aimed at
identifying the relationship between depression (from
heartbreak) and reaction time in 14-24 yearold’s. The Beck
Depression Inventory Scale (Streiner, 2002) and the Everyday
Cognitive instrument (Farias et al., 2008) will be conducted by
using an online format to evaluate the relationship.
Comment by user: State the relationship tested
Significance of the Study
Having an understanding on how depression from a
heartbreak can affect an individual’s reaction time in
individuals 14-24 years of age is crucial for developing
preventions, interventions, and services to help decrease their
chances of cognitive impairment. This study can provide
information that can help individuals with their mental health,
provide coping skills for depression, and give a better
understanding as to why individuals may be struggling with
their reaction times. This can also give mental health
professionals the knowledge to prepare interventions and have
more of an understanding of cognitive development for
depressed individuals from having their heart broken. The
intention of this study is to add to the literature already
available about the effects of depression from heart break. This
study will allow individuals to participate in treatment’s since
they now are aware.
37. References
Bale, T. L. (2006). Stress sensitivity and the development of
affective disorders.
Horm. Behav. 50, 529–533. doi:
10.1016/j.yhbeh.2006.06.033
Fischer, A. H. & Manstead, A. S. R. (2016). Social Functions of
Emotion and Emotion Regulation. In L. Feldman Barrett, M.
Lewis, & J. M. Haviland-Jones (Eds.),
Handbook of Emotions, 4th Ed.
(pp. 424-439). New York, NY: Guilford Press.
Izzati, S., &Takwin, B. (2018, July). The Effects of Written
Emotional Disclosure to Subjective Distress and Mood on
Individuals Experiencing Heartbreak. In
Universitas Indonesia International Psychology
Symposium for Undergraduate Research (UIPSUR 2017) (pp.
217-223). Atlantis Press.
Rose, E. J., and Ebmeier, K. P. (2006). Pattern of impaired
working memory during major depression.
J. Affect. Disord. 90, 149–161. doi:
10.1016/j.jad.2005.11.003
Schoofs, D., Preuß, D., and Wolf, O. T. (2008). Psychosocial
stress induces working memory impairments in an N-back
paradigm.
Psychoneuroendocrinology 33, 643–653. doi:
10.1016/j.psyneuen.2008.02.004
Streiner, D. L. (2002). Breaking up is hard to do: the heartbreak
of dichotomizing continuous data.
38. The Canadian Journal of Psychiatry,
47(3), 262-266.
Stoessel C, Stiller J, Bleich S, Boensch D, Doerfler A, Garcia
M, et al. Differences and similarities on neuronal activities of
people being happily and unhappily in love: a functional
magnetic resonance imaging study. Neuropsychobiology.
2011;64: 52–60. pmid:21606659
Stoessel C, Stiller J, Bleich S, Boensch D, Doerfler A, Garcia
M, et al. Differences and similarities on neuronal activities of
people being happily and unhappily in love: a functional
magnetic resonance imaging study. Neuropsychobiology.
2011;64: 52–60. pmid:21606659
Verhallen, A. M., Alonso‐Martínez, S., Renken, R. J., Marsman,
J. B. C., & Ter Horst, G. J. (2021). Depressive symptom
trajectory following romantic relationship breakup and effects
of rumination, neuroticism and cognitive control.
Stress and Health.
Verhallen, A. M., Renken, R. J., Marsman, J. B. C., & Ter
Horst, G. J. (2019). Romantic relationship breakup: An
experimental model to study effects of stress on depression (-
like) symptoms.
PloS one,
14(5), e0217320.
Verhallen, A. M., Renken, R. J., Marsman, J. B. C., & Ter
Horst, G. J. (2021). Working memory alterations after a
romantic relationship breakup.
Frontiers in behavioral neuroscience,
15, 657264.